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All Journal Journal of Basic Education Research Journal of Social Knowledge Education (JSKE) Indonesian Journal of Education Research (IJoER)
Tep, Sopheng
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Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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How Principals’ Instructional Leadership Influence Teachers’ Self-Efficacy Tep, Sopheng; Loch, Ratana; Pok, Visalboth
Journal of Basic Education Research Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i1.1421

Abstract

Purpose of the Study: This study focuses on evaluating the degree of TEP of PIL on TSE in Cambodia. It also seeks to identify how TEP on PIL varies according to different demographic characteristics. Furthermore, the researcher aims to uncover whether teachers’ demographic characteristics influence their perception of instructional leadership from their principals. Methodology: The researcher employed descriptive statistics to measure TEP on PIL and used independent sample t-tests and one-way ANOVA to examine differences in TEP on PIL across various demographic characteristics. A total of 295 PJHSTs participated in this study, all of whom were pursuing higher education degrees at a private university in Phnom Penh. Main Findings: The results of the research indicate that PJHSTs have diverse perceptions of PIL. These positive perceptions suggest that PIL significantly influences TSE. Additionally, the findings revealed that teachers’ gender had a significant impact on their perceptions of PIL (p < 0.05). However, no significant impact of gender differences on TSE was found. The study also highlighted additional findings, as presented in the results section. Novelty/Originality of the Study: These findings provide valuable insights into fostering TSE through effective PIL in Cambodian school context. PIL emerges as a critical factor in enhancing TSE, as teachers with high self-efficacy tend to perform their teaching tasks more effectively. Consequently, school principals, academic staff, teachers, and other stakeholders can apply these findings to improve institutional success. Future research should explore other leadership styles and additional factors that may influence TSE.
Teachers’ Insights on Instructional Leaders: Understanding the Impact of Directors’ Practices on Motivation Tep, Sopheng
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i2.1391

Abstract

Purpose of the study: This study consists of two main research objectives. The first objective is to assess the insights of teachers toward their school directors’ ILP and how these practices affect TEM. The second objective is to compare the insights of teachers toward their school directors’ ILP based on teachers’ demographic information. Methodology: The researcher uses quantitative reseach with a survey approach using descriptive statistics, independent sample t-test, and one-way ANOVA to address the research objectives. 295 state junior high school teachers who were pursuing higher education at a private university participated in this survey. Main Findings: The results indicated that teachers have high insights toward their school directors’ ILP (M = 3.94), and school directors’ ILP has a high influence on TEM (M = 4.22). Furthermore, the researcher discovered that gender and age did have significant effects on TEI toward school directors’ ILP, and levels of current study also significantly influences TEM (p < 0.05). In contrast, gender and TEM, age and TEM, levels of current study and ILP, teaching experience and ILP and TEM, do not have any significant effects (p < 0.05). Novelty/Originality of this study: These findings may provide significant keys to fostering TEM through effective ILP. In addition, these leadership practices enhance TEM within the Cambodian state junior high school context. Hence, school directors, academic staff and teachers can apply these findings in their duties in enhacing institutional’s success. Future research should incorporate diverse educational contexts and additional moderating variables to provide a more comprehensive understanding of the relationship between leadership behavior and TEM in other areas.
Unpacking the Influence of Job Satisfaction on Lecturers’ Performance: Evidence Among Private Higher Educational Sector Tep, Sopheng; Rosli, Rozaini Binti
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i2.1483

Abstract

Purpose of the study: This research defines lecturers’ perception of job satisfaction and explores the influence of job satisfaction on lecturers’ performance in the private higher educational sector in Phnom Penh, Cambodia. Methodology: The researcher applied descriptive statistics (M, S.D.) to assess lecturers’ perceptions of their job satisfaction levels. At the same time, multiple linear regression was employed to explore the influence of job satisfaction on lecturers’ performance. Furthermore, the researcher used the questionnaire of 36 items to survey lecturers physically in four private higher educational sector. A total of 304 lecturers teaching during the 2024–2025 academic year participated in this survey. Main Findings: The study revealed a moderate positive relationship between job satisfaction and lecturers’ performance (R = 0.67, Adjusted R² = 0.445, p = 0.000, N = 304). These findings align with previous research, indicating that job satisfaction plays a vital role in enhancing lecturers’ performance. Furthermore, the results displayed that extrinsic job satisfaction factors, such as negotiable salaries and proper working conditions, were found to have a more significant impact on performance compared to intrinsic job satisfaction. Novelty/Originality of this study: This study makes a significant contribution by expanding on previous research that highlights the critical role of job satisfaction in enhancing lecturers’ performance. It uniquely identifies the impact of extrinsic job satisfaction factors—such as salary, working conditions, and interpersonal relationships—as key drivers of higher lecturers’ performance. The research also suggests that future studies explore additional influences, such as leadership styles and external factors, in promoting lecturers’ performance.
Teachers’ Insights on Instructional Leaders: Understanding the Impact of Directors’ Practices on Motivation Tep, Sopheng
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i2.1391

Abstract

Purpose of the study: This study consists of two main research objectives. The first objective is to assess the insights of teachers toward their school directors’ ILP and how these practices affect TEM. The second objective is to compare the insights of teachers toward their school directors’ ILP based on teachers’ demographic information. Methodology: The researcher uses quantitative reseach with a survey approach using descriptive statistics, independent sample t-test, and one-way ANOVA to address the research objectives. 295 state junior high school teachers who were pursuing higher education at a private university participated in this survey. Main Findings: The results indicated that teachers have high insights toward their school directors’ ILP (M = 3.94), and school directors’ ILP has a high influence on TEM (M = 4.22). Furthermore, the researcher discovered that gender and age did have significant effects on TEI toward school directors’ ILP, and levels of current study also significantly influences TEM (p < 0.05). In contrast, gender and TEM, age and TEM, levels of current study and ILP, teaching experience and ILP and TEM, do not have any significant effects (p < 0.05). Novelty/Originality of this study: These findings may provide significant keys to fostering TEM through effective ILP. In addition, these leadership practices enhance TEM within the Cambodian state junior high school context. Hence, school directors, academic staff and teachers can apply these findings in their duties in enhacing institutional’s success. Future research should incorporate diverse educational contexts and additional moderating variables to provide a more comprehensive understanding of the relationship between leadership behavior and TEM in other areas.
Unpacking the Influence of Job Satisfaction on Lecturers’ Performance: Evidence Among Private Higher Educational Sector Tep, Sopheng; Rosli, Rozaini Binti
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i2.1483

Abstract

Purpose of the study: This research defines lecturers’ perception of job satisfaction and explores the influence of job satisfaction on lecturers’ performance in the private higher educational sector in Phnom Penh, Cambodia. Methodology: The researcher applied descriptive statistics (M, S.D.) to assess lecturers’ perceptions of their job satisfaction levels. At the same time, multiple linear regression was employed to explore the influence of job satisfaction on lecturers’ performance. Furthermore, the researcher used the questionnaire of 36 items to survey lecturers physically in four private higher educational sector. A total of 304 lecturers teaching during the 2024–2025 academic year participated in this survey. Main Findings: The study revealed a moderate positive relationship between job satisfaction and lecturers’ performance (R = 0.67, Adjusted R² = 0.445, p = 0.000, N = 304). These findings align with previous research, indicating that job satisfaction plays a vital role in enhancing lecturers’ performance. Furthermore, the results displayed that extrinsic job satisfaction factors, such as negotiable salaries and proper working conditions, were found to have a more significant impact on performance compared to intrinsic job satisfaction. Novelty/Originality of this study: This study makes a significant contribution by expanding on previous research that highlights the critical role of job satisfaction in enhancing lecturers’ performance. It uniquely identifies the impact of extrinsic job satisfaction factors—such as salary, working conditions, and interpersonal relationships—as key drivers of higher lecturers’ performance. The research also suggests that future studies explore additional influences, such as leadership styles and external factors, in promoting lecturers’ performance.
How Principals’ Instructional Leadership Influence Teachers’ Self-Efficacy Tep, Sopheng; Loch, Ratana; Pok, Visalboth
Journal of Basic Education Research Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i1.1421

Abstract

Purpose of the Study: This study focuses on evaluating the degree of TEP of PIL on TSE in Cambodia. It also seeks to identify how TEP on PIL varies according to different demographic characteristics. Furthermore, the researcher aims to uncover whether teachers’ demographic characteristics influence their perception of instructional leadership from their principals. Methodology: The researcher employed descriptive statistics to measure TEP on PIL and used independent sample t-tests and one-way ANOVA to examine differences in TEP on PIL across various demographic characteristics. A total of 295 PJHSTs participated in this study, all of whom were pursuing higher education degrees at a private university in Phnom Penh. Main Findings: The results of the research indicate that PJHSTs have diverse perceptions of PIL. These positive perceptions suggest that PIL significantly influences TSE. Additionally, the findings revealed that teachers’ gender had a significant impact on their perceptions of PIL (p < 0.05). However, no significant impact of gender differences on TSE was found. The study also highlighted additional findings, as presented in the results section. Novelty/Originality of the Study: These findings provide valuable insights into fostering TSE through effective PIL in Cambodian school context. PIL emerges as a critical factor in enhancing TSE, as teachers with high self-efficacy tend to perform their teaching tasks more effectively. Consequently, school principals, academic staff, teachers, and other stakeholders can apply these findings to improve institutional success. Future research should explore other leadership styles and additional factors that may influence TSE.
Co-Authors Loch, Ratana Pok, Visalboth Rosli, Rozaini Binti